Articles, Blog

UDL – Universal Design for Learning 101: Great for Beginning Teams

December 3, 2019


KATIE NOVAK: Illustration of a
Caucasian man with brown hair and glasses, Ron
Rogers @ronbrogers, [email protected] OCALI logo, white
letters in gray circles. An apple icon
appears at the end. Universal Design
for Learning Center. Universal Design
for Learning 101. RON ROGERS: Well, first of
all, welcome to our webinar from OCALI, and I’m
your host, Ron Rogers. This webinar is only 30
minutes long, however, we like to say 60 minutes
of learning in 30 minutes. And again, we are so happy
to have everyone here. It looks like we’ve got
people from basically all over the world. Again panelists from Chile. We’ve got some others from other
different parts of the country. And this is going to be great. We have a lot of Ohio people. We have some SS team
members, especially those from our Ohio
Universal Design for Learning collaborative. So this is going to
be a great webinar. Let’s go ahead and get moving. Hopefully, everybody
can see the screen, and everybody should be
able to hear my voice. And I’m keeping an
eye on questions. So here we go. OK, our goals. Just in case someone’s
listening from the car, which is something that we
have happen quite a bit, I am going to read
the goals and the I can statements for those
that are in their cars they’re not trying to
look at the screen. So our goal today
is to demonstrate the origins of Universal
Design for Learning, show the neuroscience
of learning, convey the benefits of this
instructional framework, and make learning
engaging and fun. And when you’re done, you
should be able to say, I can understand how
Universal Design for Learning can improve access to the
curriculum for all students. One of the items that has
been put as a handout, which you can find, again, below
on your Go To Meeting control panel, is a resource
that you can use with students or adults. This digital file
is yours to keep. It’s attached and
can be downloaded as a Word file or PDF. It’s located, again, in that
lower portion of your Go To Meeting console. And always remember,
you can feel free to email me
with any questions or concerns or
anything else that you need once this is over. So don’t ever feel like
you’re left out there without any means
to get something. You’re always supported
here at OCALI. OK, for those who want to have a
conversation in the background, if you’re a person who likes
to tweet, as you learn, feel free to tweet
using #udlpln. And that will give
you all the chance to have that back
channel conversation. And more than likely, I won’t be
able to respond until after I’m off the webinar. I haven’t figured out how to
quite handle the tweets and all the webinar stuff, too. But if I ever can, I will
try to do that sometime. But I will jump on and go
through some things on Twitter after I’m finished
with the webinar. But I’d love to have all
of you have that background conversation. That would be ideal. KATIE NOVAK: Go to
webinar chat window. RON ROGERS: OK, there’s a
question area, which you are free to use at any time. Please place your
comments or questions, or feel free to
reply in that box, because I’ll be asking
questions and things throughout. This is an interactive webinar. It does go pretty quick. So just for practice, in the
question box, if you would, put this in there. What specifically do you intend
to learn on this webinar? And just place your answering
in the question box and hit it. Now, try to remember that
you won’t see the replies, but I will. But I’ll be glad to read some
of them without names attached. OK, so far, some of them are
coming in, UDL and assessments. Well, this is UDL 101,
so unfortunately, we’re not going to be able to hit
assessments in this one. However, we will make note
of the assessment part and we can always do a 30-minute
webinar on that sometime. Here’s a good one. What is UDL? That’s definitely in our goals. More about UDL and the use. How to help teachers
in their classrooms, in general, leading into
RTI from a school psych. Tips for helping new teens,
implementation of UDL, how to use UDL in my job as a
speech language pathologist. What does UDL look
like in practice? Like to obtain new ideas
about how to introduce UDL to first-time users. Well, these are
all great thoughts and suggestions and ideas. And the ones that we don’t
hit today, remember, we have– and you can download it,
it’s in your download list– all the UDL webinars that are
going to come out this year, so stay tuned. We’re also going to gather
other states’ webinars and add them to the list
after the end of September. So that said, let’s move on. OK, now with all the
preliminaries out of the way, we can truly talk UDL. Let’s get some formative
feedback real quick. I’m going to do a poll, and
I would really appreciate it if you’d answer the poll. So here goes the first one. I am going to launch it. Why did you attend this webinar? And I will close the poll
here in a few seconds and everybody can look at it. We’re at 41% voted. We need everybody to participate
as quickly as possible. Looks like, so far,
50% wanted to learn about UDL, which is what
this is really, really about. OK. Everybody’s still voting. Still voting. We’re at 80%. I’m going to close
the poll in 3, 2, 1. Now, please remember, just
because some people didn’t vote isn’t because they’re
asleep or anything, it’s probably because
they’re in their car and are probably
driving and they don’t have access to do that. We certainly don’t want them
to while they’re at the wheel. So there’s our results. 50% I wanted to learn about
Universal Design for Learning. About 23%, Universal Design for
Learning is our district focus. 15%, I’m an expert learner and
wanted to have more knowledge. And 12%, I wanted to learn more
so I can assist my students. 0% said I didn’t have anything
else to do, so that’s good. These are excellent. Let’s do one more quick poll. How many of you are
sitting together right now? 0 is just you, or two to four
people, or five to seven, eight to 10, or over 11. We really do suggest, if
you can sit with a team, it really makes
discussion worthy. And if you have somebody
facilitate the discussion for a half hour afterwards,
it’s really nice to share the documents,
look them over, see what you’re going to do and
see how you can implement them. It looks like
everybody has voted. 3, 2, 1. Going to close the poll. And it looks like 18% or
more are two to four people. And we’ve got a lot of
people on, almost 100 people today, watching this. Usually, we’re up around the
100s, usually below 500 people. This is a UDL
intro, so we figured there would be less
people attending, but still, it’s great to have
everybody on board for this. OK, I’m going to
share the results. Going to hide the results. And we’re going to move on. Let’s talk UDL. OK, one of the
items that I haven’t had on the introductions
lately for a while would be this graphic here. And this is a great visual. It shows the big
picture perspective. What does this mean to you? Please put your ideas into
the question, if you would. What does this
graphic mean to you? And I’m going to read the
graphic because I really love the graphic. We’ve got a little guy in
a wheelchair that says, can you please shovel the ramp? We’ve got the custodian
shoveling the steps, and he says, all
these other kids are waiting to use the stairs. When I get through
shoveling them off, then I will clear
the ramp for you. And then the little
guy in the wheelchair says, but if you shovel the
ramp, we can all get in. And basically, it
says right here, clearing the path for
people with special needs clears the path for everyone. Let’s see what all your
comments are saying right now. Some of the comments,
what’s necessary for some is good for all. That is excellent,
excellent, Anne. Andrea says, teaching to
the margins can help all. Love it. Kathy, shovel the ramp
equals necessary for some, good for all. Build on ramps to
learning, not stairs. Make learning
accessible to everyone. Nice, Linda. And allowing all to meet
their specific needs. And comments are just flying in. Everyone has special needs in
different areas of learning. Well, you guys are hitting
it right on the exact spot, so we’re going to move on. And I want to share
this one with you. As you read that, I’m
going to paraphrase what Katie Novak says. KATIE NOVAK: Universal
Design for Learning. Simply put, Universal
Design for Learning, UDL, is the practice of embedding
flexible strategies into curriculum during
the planning process so that all students can
access a variety of learning opportunities. RON ROGERS: Katie Novak
says the big picture is that Universal
Design for Learning is thoroughly knowing the
concept you’re going to teach and presenting that
concept in different ways while engaging the
students and encouraging them to express their
knowledge in different ways. And some of you may know
Katie and some of you may not, but Katie does have
her own website. And if you get a
chance sometime, you can Google Katie Novak. And she does blogs
and everything on UDL, and she really does have a
lot of interesting information out there that you
may want to check out. And in other places
of ocali.org, you don’t want to forget
that under the UDL Center. So as we think about this,
here is the Universal Design for Learning principles. And as you can
see there, in case you’re not real familiar with
UDL, this is the older ones. The original ones
that came out had the Principal Representation
first on the left at the top, Action and Expression
in the middle, and Engagement on the right. And in just a few
minutes, we’ll be looking at the other one,
which puts Engagement first. And the one that has
Engagement first, it’s because David Rose found
out through the research that was really the most important
principle, was Engagement. And as you look
at this older one, you’ll see the arrows just
left of each principal, too. And that shows
how you’re working towards resourceful and
knowledgeable learners, under Representation. And how, under Action
and Expression, you’re working towards
strategic, goal-directed learners. And under Engagement,
you’re working towards purposeful,
motivated learners. This one has the
arrows and things. The next one, when we get
to it, will be flipped. And we’ll go ahead and
look at that right now. KATIE NOVAK: Engagement. Simple illustration
of the human brain with portions of the
temporal and parietal lobes, highlighted in green. Representation. Simple illustration
of the human brain with portions of the
temporal and frontal lobes, highlighted in purple. Action and Expression. Simple illustration
of the human brain with portions of the
parietal and occipital lobes, highlighted in blue. RON ROGERS: And as
you see, Engagement is first, and then
Representation, and Action and Expression. And you’ll also notice, what
was on the bottom is now at the top, and what’s at
the top is now at the bottom. So this is the newer graphic. And remember, learnings
distribute along those neural
networks, recognition, strategic, and effective,
and we’re going to talk about that in a minute. And it’s really learning about
the brain, how it functions, provided these guidelines,
for determining the kinds of teaching
and learning alternatives that are most
useful for students and educational situations. And again, that’s all students. So here is the UDL at a
Glance, and I did send this out to everybody earlier on. Just to kind of review. Now we’re just going to
look at a few photos here. And we see
Representation, principle as providing information
in different formats, Action and Expression
as alternatives for demonstrating
knowledge, and Engagement for tapping into interests. And we know now that Engagement
is the most important and should probably be done
right from the beginning. KATIE NOVAK: Representation. Illustration of a woman
pointing to a line graph displayed on a large screen. RON ROGERS: Representation,
as we all know and believe, refers to how you design
and deliver information to your class. Lecture alone’s not
going to cut it. It’s just not going to
work for us these days. KATIE NOVAK: Action
and Expression. Illustration of a young man
sitting with his legs crossed. A laptop is in his lap. RON ROGERS: The next one
is Action and Expression, which refers to
providing students alternatives for demonstrating
what they’ve learned. KATIE NOVAK: Illustration
of a young woman carrying books in her right arm. RON ROGERS: And then Engagement
refers to learner interests. Challenge them, according
to those interests, and motivate them to
succeed is very important. You put all those together
and we have Representation, Expression, and Engagement. Basically, your
Representation content in different ways,
Expression content, knowledge in different ways,
and Engagement interests in different ways. Because we know
that some learn best by using technology,
some by seeing, some by hearing, some by doing,
and a lot of other ways, too. KATIE NOVAK: Three illustrations
of the human brain, viewed from a top-down perspective. Photo of Dr. David Rose. He is an older Caucasian man
with gray hair and beard. RON ROGERS: Student variability. Right here, we see
David Rose, and he says, “In any
learning opportunity, many different regions of
the brain may be involved.” For example, the
recognition networks we look as the what of learning. And that is, how
we gather facts, categorize what we
see, hear, and read, identifying letters and words
are a recognition of task. The strategic networks,
the how of learning. Planning and performing tasks,
how we organize and express ideas, writing an essay
or solving a math problem are strategic tasks. The effective network,
the why of learning. How learners get engaged
and stay motivated. How they are challenged,
excited, or interested. These are effective dimensions. I hear schools every
day talking about, how can we engage our learners? What do we do to do that? And the UDL framework
is very clear on that. KATIE NOVAK: Black
and white photo of a man teaching a
child how to ride a bike. RON ROGERS: So when
you’re thinking about Universal
Design for Learning, and if you are new to the
whole idea and concept of it, what you really
want to think about is think back to when
you taught your child, if you have a child of your
own, how to ride a bicycle. OK. Sure, everybody that’s
done it remembers it. It takes just the right
amount of support, or scaffolds, how
you hold on first to the child and the bike,
and then maybe just the bike. And then at some point, you
take off the training wheels and you’re behind your child. And before you know
it, you’re letting go. And yeah, they may
make it a few feet and then fall over, or go a
few feet and you catch them, but that doesn’t happen very
many times before, eventually, you let go of the supports
and the scaffolds, and all of sudden, they’re
riding a bicycle beautifully. That’s how Universal
Design for Learning is. It’s just the right amount
of support at the right time, and it’s all done
in preplanning, OK? So UDL focuses on, again,
removing the barriers to learning, providing
supports when needed, and engaging all students
in successful learning. And probably the
most important one out of those three
that I just said is engaging all students
in successful learning. If they’re not
engaged, they’re not going to learn is what the
research is telling us. So as we think about
Universal Design for Learning, research suggests that the
following shared beliefs are needed in UDL environment. And the following
are those beliefs, and I’m going to read them
in case somebody is driving and they can’t look at this. And these are very important. Maintain high expectations for
all learners and instruction. Clarifies the meaning to
meet these high expectations. Engages all learners to maximize
each learner’s potential. Purpose fully
provides multiple ways of representing information to
meet the needs of all learners. Uses learner-centered,
proactive instructional design, includes both learning
strategies and tools and designs instruction
that connects and supports the critical understanding
of the big ideas. Those are very important. I want to do one
more poll, just make sure everybody is awake
back there because we’re getting towards the end. Here we go. How many times have you
joined one of our webinars? One to three, zero, four to
six, seven to 10, or over 11? It’s always fun to
kind of gauge this, just to find out
where everybody’s at, and to make sure everybody’s
awake out there as we’re going into the home stretch,
because the next stuff that’s coming, I don’t want
you to miss anything. OK in 3, 2, 1. I’m going to close the poll. I’m going to share the
results, and there we go. Look at these. This is great. 4%, over 11 of our webinars. 8%, seven to 10. 19%, four to six. 46% from one to three,
and 23% are new. So that’s great. And we hope those
of you that are new come back again and
see our webinars, because it’s really
what you’ve asked for in the past is what we do. Traditional approach
versus the UDL approach. The traditional approach
assumes that student diversity is a problem and that
the barriers to learning are inherent in the capabilities
of the learners, where the UDL approach assumes that doing
diversity is in the room and that the barriers
to learning arises in the learners’ interaction
with the one-size fits all curriculum. The traditional approach
says and assumes that the curricula is fixed. The accommodations
and modifications retrofit, must be
made in order to deal with student diversity,
where UDL assumes that the inflexible
curricula is disabled and curricula needs
to be designed and redesigned to meet the
needs of diverse learners from the start. So right there,
it’s that curriculum that is sometimes the problem
that we have to watch out for. So with that said, we are
really coming to an end here. So please, our next webinar is
October 11th from 3:30 to 4:00. And we would love to
have all of you come. Tell your friends,
spread the word. As I send out emails and
stuff, please advertise for us. We would love to have,
of course, more people. And one of the things you can
do, 24/7 we have #udlchat. And you can use that
hashtag anytime. Stick the #udlchat whenever
you’re talking about UDL. And if you have questions, you
can always put him on there, and someone from
somewhere, some UDL ninja, whether it’s from CAST
or UDL-IRN or OCALI, someone will be on there
to get back with you. And we do have the
UDL chat, though, if you want to get on
with all of us, from 9:00 PM Eastern Time every
first and third Wednesday, and it is a blast. It is absolutely a
blast and a lot of fun. So we welcome anybody
that would like to join. Even if you’re new to
Twitter, it’s still fun. KATIE NOVAK: Illustration
of a Caucasian man with brown hair and glasses. Ron Rogers @ronbrogers,
[email protected] Center of the page, thank you. OCALI logo, white
letters in gray circles. An apple icon
appears at the end. Universal Design
for Learning Center. Universal Design
for Learning 101. RON ROGERS: And a big
thank you to all of you. We hope that you’ve gained
some new knowledge on UDL and that you can
reflect upon and start to use it in your classroom. We know your time
is precious, and we want to make every
minute worth your time. And be sure to download
the handouts, and please, do the evaluation, which is
very short at the end of this. As you log off, it’ll come up. It’s only a few
questions and it really helps us decide and guides us
on what to do for webinars. And again, here in Ohio,
I’d like to, again, thank the state
support teams here. And I’d like to thank those
members of the Ohio UDL collaborative that joined
us today with everyone else. And we’re all trying to
build that system of support, and everyone’s needed
and everyone’s loved. So please, go out
there, help kids. Use the UDL framework. If you have any questions,
feel free to email or tweet. That ends it for today. It is 3:30, and I hope you
all have a good evening, and goodbye.

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